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Abstract of the dissertation on the topic “Public pre-school education in the UK at the present stage”

Manuscript

LOK1SHP1A Elena Igorevna

PUBLIC EARLY EDUCATION IN THE UK AT THE PRESENT STAGE

13.00.01 – theory and history of pedagogy

Abstract

dissertations for the degree of candidate of pedagogical sciences

Kyiv – 1951

The work was done at the Research Institute of Pedagogy of Ukraine.

Supervisor

Official opponents

Lead agency

candidate of pedagogical sciences, senior researcher Melnichenko Ye.F.

doctor of pedagogical sciences, professor Borisova Z.N.

candidate of pedagogical sciences, associate professor Panchenko I.N.

Kyiv State Pedagogical Institute of Foreign Languages

Defense will take place /O- 1992 in

15:00 at the meeting of the specialized council D 113.15.01 at the Research Institute of Pedagogy of Ukraine /252030, Kyiv-30, Lenina St., 10/.

The dissertation can be found in the library of the Research Institute of Pedagogy of Ukraine.

Abstract sent out

years.

Scientific Secretary of the Specialized Council, Candidate of Pedagogical Sciences

Light M.P.

GENERAL PERFORMANCE

Urgency of the problem. The movement of our society along the path of deep democratic reforms involves the search for optimal ways of realizing the growing human personality, maximizing its creative potential, and humanizing the educational process. This search causes an increase in interest in the pedagogical experience accumulated by the world community.

The process of forming a creative individuality begins in preschool childhood, when the foundation of a future mature personality is laid. The combination of objective and subjective conditions for the development of a child at preschool age predetermines the degree of realization of his personal capabilities in the future. Preschool pedagogy in Great Britain, a country with a long democratic tradition, has accumulated rich experience in raising children in the spirit of the priority of universal values ​​for more than a hundred years of its existence, and many forms of work have been tested. The developments and implementation of English theorists and practitioners during the period of a natural increase in interest in preschool childhood in our country are of inestimable value, and their diversified study and critical analysis are relevant.

The problems of English pedagogy and school were developed by many domestic specialists in this field: Alyoshkina N. P., Alferov Yu.S., Aransky B.C., Barbariga A.A., Vinokurova N.Ya., Kadupshnaya A.A., Kadyrova H.H., Kolontai Z.L. , Lapchinskoy V.P., Latun L.M., Martsinkovsky I.B., Panchenko I.N., Sundukova L.V., Tarasova T.N., Thorik V.I., Shulndina L.B.

At the same time, the theory and practice of raising children in preschool institutions in the UK is practically not covered. The study by V.S. Aren? whom and V.P. Lapchinskaya refers to the period of 50 years
9.

Research by British scientists covers a wide range of problems of preschool childhood and the organization of English public preschool education. So, in the work of Z. Henderson and L. Joyce, the characteristics of existing types of preschool institutions are given, the issues of organization and functioning of game groups are considered, the content, forms and methods of educating preschool institutions are revealed.

O

nicknames in institutions of this type.

The monograph ‘i.Epjoc is devoted to the analysis of the theoretical foundations of the concept of English preschool education4. The author analyzes the influence of early psychological trends – empiricism and biological determinism, as well as the pedagogical theories of &. Srebel, M. Montessori and R. Ytayner. The conclusion is made about the significant influence of the ideas of K. Piaget and Dk. Bruner on modern preschool education.

Prof. B. Tizard’s manual for teachers examines the development of preschool education in the country in the context of cooperation

1 Arapsky B.C., Lapchinskaya V.P. The public education system in England. – M.: Publishing house of APN RSFSR, 1961. – 260 p.

2

Wenger L. Education and education of children in the UK // Preschool education, 1983, ii I. – P.72-74.

3

Henderson A., Joyce L. Fre-School Playgroups. A Handbook. -L.: George Allen and Unwin, 19Bruce T. Early Childhood Education. – L.¡Hodder and Stoughton, 1987. – 192 p.

partnerships between teachers and parents to educate the younger generation, analyzes the existing forms of their interaction, suggests ways to improve this cooperation*.

D.Tizard, P.Hoss and D.Perry explore the history of formation and

development of English early childhood education taking into account social

2

economic processes smoldering place in poison .
9.

In the monograph by G. McGale, the problem of four-year-old preschoolers staying in primary schools, which is relevant for English society, is studied “*. A comparative analysis of the conditions, content, forms and methods of education in nursery and primary schools, made by the author, makes it possible to reasonably speak about the inappropriateness of visiting a preschooler: , ha of primary schools.

Developed by O.S. Whisby is a comprehensive methodology for the mental, physical and aesthetic development of a child with the help of music education.
9Clarke-Stewart A, Daycare. The Developing Child. – Cambr.(Mass.):

Harward University Press, 1982. – 173 p.

4 McGail a. The 4 year old in the classroom. – L.: BAECE, 1989. -49p. to

Wisbey A. Learning Through Music. – LancasterilITP press, 1986.-92p.

school services of the country, outlining the advantages and disadvantages of each of them*.

The basics of English preschool pedagogy are revealed in the textbook for the preparation of preschool workers /author

about

P. Gerahti/ . Much attention is paid to the presentation of the process of child development, the tasks and content of public preschool education.

These and other studies cover a wide range of issues facing modern English early childhood education. The positive omrii accumulated in the English theory and practice of preschool education is of undoubted interest for Russian pedagogy. Many problems developed and solved by English scientists are also relevant in our country during the period of democratization and humanization of the system of preschool education, which determined the choice of this study.

The object of the study is the process of raising children in preschool institutions in the UK. •

The subject of the research is the content, forms and methods of raising children in English preschool institutions.

The purpose of the study is to analyze the formation and development trends of public preschool education, its content, forms and methods in preschool institutions in the UK at the present stage. ‘

In accordance with the purpose of the study, the following tasks were set:

I. To study the process of formation and development of the English system of preschool education: to analyze the influence of Western European

1 Morrow J. Preschool Choices. – L.: Longman, 1989. – 80 p.

2 Geraghty P. Caring for Children. A Textbook for Nursery Hurses.-L.: Baillibre Tindall, 1990. – 298 p.

Russian pedagogy and psychology on the modern pedagogical theory of early childhood education in Britain.

2. To reveal the features of the system of English preschool education at the present stage; determine the tasks, content, formalities and methods of educating children in the country’s preschool institutions. .

The sources of the study were English educational programs, teaching aids, documents and materials of the PSCSCO, pedagogical periodicals.

Among the 4porpat.ii.!

“Primary and Pre-School Nutrition Aims” for nursery schools and classes; National program for the upbringing of four-year-old children in primary school D. Dkibson, P. Pritchard/; the program of raising children in play groups D.Morrow /.

The work analyzed the manuals of various publishing companies for the development of speech, sensory development, the formation of skills preceding reading and writing, the development of elementary mathematical concepts.

Materials from the English pedagogical and socio-political press were widely used in the study: “Baby Magazine”, “British Journal’of Educational Psychology”, “British Journal of Educational Studies”, “British Journal of Sociology”, “Child Education”, “Practical Parenting”, “Report”, “The Times Educational Supplement” and KHECKO’s “Prospects” magazine.

The author reviewed and used in his work the materials presented at the Biscuit of Periodicals, organized as part of the Days of Great Britain in the USSR /Kyiv, June 19SO/.

In accordance with the purpose and objectives of the dissertation research, the following methods were applied: historical and comparative analysis and synthesis of pedagogical, psychological and socio-political literature, programs, manuals; systematization and classification of the actual material of the study; interviews, conversations; generalization of advanced pedagogical experience in the aspect of the problem under consideration.

Reliability and validity of the results of the study were ensured by the involvement of an extensive array of factual material, its objective analysis and presentation, the adequacy of the use of research methods for the tasks set.

The scientific novelty and theoretical significance of the dissertation lies in the implementation of a holistic analysis of the theory and practice of public preschool education and the identification of trends in its development. The applicant proposed a classification of types of preschool institutions according to the principle of the content of educational work in them; it has been established that the theoretical foundations of English preschool education are a synthesis of elements of various foreign-European and American educational concepts; the focus of the modern theory and practice of English preschool education on the formation of individuality, the creation of conditions for the development of its intellectual, emotional and volitional spheres; generalized the positive experience of public preschool education in order to use it in the conditions of the republic.

Practical significance. The author analyzed the modern approaches, content, forms and methods of teaching children in English preschools, which can be used by the native! teachers to improve the educational process. The factual material contained in the study can be used in the preparation of educational programs, teaching aids and developments, serve as a source of information for researchers, teachers, university students and parents.
9> / Kyiv, 1990 /, seuinar “Sorregetie trends of development-

developments in pedagogical theory and practice in foreign countries” / Kyiv, 1991 /; publication of research results in scientific collections.

The following are submitted for defense:

1. The system of public preschool education in the UK, formed as a result of objective socio-economic processes, is characterized by a differentiated approach

to Ammunition feeding of children in preschool institutions.

2. The theory and practice of English preschool education, based on various psychological and pedagogical trends, is characterized by elements of eclecticism.

3. The content and methods of English preschool education are characterized by a personal approach implemented in creating the conditions for the formation of a creative individuality, the development of its intellectual, embryonic and volitional spheres.

Thesis structure. The work consists of an introduction, two chapters, a conclusion, a list of references and an appendix.

MAIN WORK

The introduction substantiates the topicality of the dissertation, defines the object, betrays, – the purpose and objectives of the study, reveals its methodological basis, determines the scientific novelty, theoretical and practical significance of the work performed.

In the first chapter “Formation and development of ciictoih preschool education in Great Britain” – a retrospective

analysis of the development of preschool education in the country; the theoretical foundations of the concept of English preschool education are revealed; the characteristics of the system of additional gooshgashtch on co;;-
9

Emerging during a period of rapid industrial development at the beginning of the 19th century, preschool services in the UK have gone through a difficult path from institutions that looked after children from low-income families to centers that put forward the task of diversifying preschoolers from all walks of life, creating conditions for creativity and self-expression every child. The social differentiation of early preschool institutions led to differences in the content of their educational work. So, day nurseries and the first nursery schools, opened for children of the poorest segments of the population, Etzvigali, basically, the task of physical education of the child and strengthening his health, because, living in poor conditions, suffering from hunger and numerous diseases, children often lagged behind in development. Frebel kindergartens with their holistic education system, which became widespread in Great Britain in the middle of the 19th century, were a privilege for the wealthy part of the population.

The shortage of pre-school institutions of all types gave rise to a problem that has not been resolved to this day. We are talking about attending a large number of preschoolers in primary schools. Proving the inexpediency, and sometimes the erednost of such a visit, scientists offer different ways out of the existing situation. Some are in favor of banning the admission of preschool children to schools, others are in favor of creating conditions suitable for the stay of small children, including the re-equipment of premises, the retraining of teachers, and the revision of program requirements. The second way seems impudently more realistic in modern conditions.

Originated in the 1960s In the 20th century, the most widespread type of preschool institution – play groups – is also associated with a shortage of 1\” municipal nursery schools and day nurseries. Existing at the expense of parents and gunkshgonirul with the direct participation of the gosledk,

game groups marked a new stage in the development of English public preschool education – the active involvement of parents in the educational process of preschool institutions. The interaction of teachers with parents today characterizes the work of all types of preschool institutions and, according to the studies of British scientists, has a beneficial effect on the development of preschoolers and the emotional state of their parents.

The peculiarities of English pre-school education include attendance by children of pre-school institutions for two years – from 3 to 5 years of age. The upper limit is due to the beginning of compulsory school education from the age of 5. The lower limit is explained by the position of English preschool pedagogy on the need to raise a small child (up to 3 years old) by a mother at home. This feature has an impact on

O T!

organization of the educational process in preschool institutions. In particular, an opportunity is provided for the functioning of groups of different ages, in which an attempt is made to create conditions for education resembling family ones.

The modern system of public preschool education is characterized by a variety of types of preschool institutions. These are municipal and private day nurseries, nursery schools, nursery classes, play groups, mother and child clubs, “opportunity” groups, nurseries. A large number of preschoolers (especially 4-year-olds) attend primary schools. There are a significant number of private educators in the country, united in the National Association of Private Educators.

The existing differences in the content of educational work make it possible to conditionally combine all preschool institutions into three groups. Day nurseries, referred to the first, traditionally emphasize

attention is paid to ensuring proper child care, and less time is devoted to educational issues than in other preschool institutions. The artificial division of the multifaceted educational process into interpenetrating care and upbringing is subjected to reasoned criticism by specialists who study this problem.

Nursery schools and classes included in the second group are characterized by English scientists as preschool educational institutions. According to research, it is in these preschool institutions that the most effective intellectual development of the child is ensured. Preschoolers who attend nursery schools and classrooms are better prepared for school, have a richer vocabulary, read faster, and are better at math, learning later in primary school.

The emphasis on instilling communication skills in preschool children in the process of physical, intellectual, aesthetic and moral development is seen in the work of preschool institutions included in the third group – play groups, mother and child clubs, groups of “opportunities”. All of them are preschool institutions of the public plan, organized on the initiative and at the expense of parents.

Comparative analysis of all types of preschool institutions, based on research by British scientists, makes it possible to characterize nursery schools and playgroups as preschool institutions that provide the highest quality level of preschool education. These conclusions are confirmed by the results of the analysis of the degree of trust in English pre-school services among parents who prefer nursery schools and play groups /whose popularity has fallen by 1G over the past ten years, respectively!/

and $13. / At the same time, the percentage of English people who deny the benefits of public pre-school education, which in the UK acts as an addition and extension of home education, and not its replacement, is decreasing.

An analysis of the concept of “informal” education used in the work of English preschool institutions allows us to speak of its eclecticism. It is impossible to single out any one theory that has been used in the field of early childhood education. Its theoretical base was influenced by various psychological schools, psychologists and educators.

Empiricism and biological determinism should be distinguished from early psychological theories. The synthesis of these theories, which manifests itself in taking into account hereditary factors and in recognizing the influence of the environment, makes it possible to build the process of education, using both the innate abilities of the child and the educational influence of teachers.

‘ The influence of the ideas of F. Frebel and M. Montessori is unequivocally recognized by all researchers. The game theory of the German teacher was further developed in English pedagogy. Play as the main form of a child’s activity characterizes the work of modern English preschool institutions.

The influence of the pedagogical concept of M. Montessori can be traced in the practice of broad individualization and the indirect influence of teachers on preschoolers, the active use of the environment and the provisions on periods of development inherent in the child’s body. The didactic material for sensory development, based on the method of self-control and self-examination, developed by an Italian teacher, has received wide application.

Shared the opinion of researchers writing about the influence of

R.Steiker on English preschool education, we believe that the task of educating a diversified personality, put forward by preschool institutions, is consonant with the thoughts of the German teacher, who, pointing out the importance of the emotional-volitional sphere along with the intellectual, spoke about the harmonious development of ivdtld.

Behavioral ideas are manifested in the use of programmed learning in a number of preschool institutions, in the practice of reinforcing positive aspects in children’s behavior and ignoring the negative ones.
9-expression and creativity of the child fits in with the interpretation of the child’s personality by two scientists as an active researcher of the surrounding reality.

Having been influenced by the mentioned psychological and pedagogical theories, the concept of English preschool education, based on game theory, is characterized by the interpretation of the child as an active researcher of the surroundings of reality, the active use of the environment, taking into account the individual characteristics of each child and periods of development inherent in the child’s body, the practice of reinforcement positive moments in the behavior of children and ignoring the negative, the predominance of the indirect impact of teachers on preschoolers.

The concept of English pre-school education is distinguished by a personal approach and a humanistic orientation.

In the second chapter “The content, forms and methods of education in preschool institutions in the UK” – the content of education in English preschool institutions is disclosed, its

with

tasks, forms and methods.

The existence of different types of pre-school institutions and the absence of a unified national program of munitions leads to variability in the content of educational work. A characteristic feature that unites all educational programs is their personal orientation, which is manifested in the orientation of these programs to create conditions for the development of the child’s potential. The physical, intellectual, aesthetic, moral and social education of preschoolers is realized in the context of the formation and development of the child as an individual.

Common to the analyzed programs is the promotion of the goal of the child’s socialization, which reflects the trend of increased attention to instilling communication skills in children, the ability to live in a team, and successfully coexist in the outside world. Putting forward the goal of socialization, the tasks of educating respect for the rights and freedoms of others, tolerance and cooperation, creating equal opportunities for all children emphasizes the humanistic orientation of the analyzed programs.

The negative aspects of educational programs include the lack of a propaedeutic task inherent in most preschool institutions in European countries. The successful solution of the problem of continuity of education by the English society depends, in many respects, on the establishment of continuity between preschool institutions and children and primary schools.

The purpose of the intellectual development of the growing personality is growing old as a program for nurseries, so for

game groups, however, the former are distinguished by a stronger bias towards the development of the child’s mental activity. The tasks of sensory development, encouragement of children’s curiosity, development of intellectual abilities and skills, skills that preceded reading, writing and counting, formulated in programs for clear schools, cover all areas of mental education of a preschooler.

In the absence of compulsory group classes in all types of preschool institutions, the child’s intellectual development is carried out in play activities / English teachers include all types of independent activities in the concept of “play” /, much attention is paid to the selection of toys and play equipment, the use of informal schools and teaching methods. So, for sensory development, the following are widely used: tables of sounds – for the development in children of the ability to distinguish sounds of all types; natural building material / games with dry and wet sand, water, clay, tes-, volume / – for the development of tactile sensitivity, the ability to distinguish sounds, familiarity with shapes and sizes; computers – for the development of control over motor skills, visual memory, acquaintance with sensory standards; traditional English puzzles.

In the development of speech, English scientists consider three points to be the main ones: the ability to express one’s thoughts, to listen and understand someone else’s speech. The efforts of all preschool institutions are aimed at the implementation of these tasks.

Overwhelmingly, preschools in the UK do not promote literacy. Their efforts are aimed at developing skills that precede reading and writing. Opponents of this approach believe that the skills called antecedents are too narrow. They propose to create in preschool institutions special

a crazy “literacy” environment, thanks to which preschoolers can easily and quickly become literate. The introduction of such projects in a number of preschool institutions gives positive results, the researchers emphasize.

Physical education in nursery schools involves both the full-time physical development of the child and the strengthening of his health, as well as the formation of healthy habits and cultural and hygienic skills and abilities.

An analysis of the traditional daily routines of both nursery schools and play groups allows us to state that the periods of time allotted for various types of activities are compressed. This is explained by the fact that the child is /in most cases/ in a pre-school institution for half a day. For this reason, daily routines do not provide for daytime sleep or rest.
9summing up. Unlike the traditional one, the new routine, thanks to “time to plan” and “time to take stock,” the scientists say, creates greater opportunity for preschoolers to learn to make decisions and control their activities.

Criticism of the new approach is based on the evidence that giving a child complete freedom in choosing the type of activity and in its implementation leads to a decrease in the “intellectual level of the game.” K. Silva, S. Ray, K. Painter, supporting the idea of ​​providing preschoolers with the opportunity to learn to plan their activities in general, they consider it expedient;

Eat the child’s free choice. The fact that he has the opportunity to choose from a certain list a limited number of activities allows teachers to organize work more efficiently. At the same time, the existing, albeit limited, freedom of choice contributes to the creation of conditions for a more complete self-expression of the child in the course of independently chosen activities, according to scientists.

English pre-school pedagogy considers aesthetic education, in turn, as a means of realizing the creative principles inherent in the child, which, in turn, contributes to the creation of conditions for the formation of such qualities as self-confidence, self-esteem, self-control, self-respect and those around. The efforts of almost every preschool institution are aimed at creating conditions for the child’s creative development, using the beauty of the surrounding garden and art. Fortune-telling, formulated in educational programs to achieve the goal of aesthetic development, provide for the development of aesthetic perception, feelings, appreciation and artistic and creative abilities.

Musical education involves the acquaintance of preschoolers with sounds, playing the simplest musical instruments, listening to music, singing, motor activity to music, dancing.

Singing games are widely used to master the rhythm, which include rhythmic dvikenkas, clapping, tapping with the feet to the music. Having absorbed folk traditions, along with musical development, singing games contribute to the formation of the moral qualities of the individual, national identity.

The interpretation of drawing by English teachers,

which, in their opinion, is a means for expressing emotions and feelings when it is impossible for a child to express them in words.

The practice of drawing with fingers at the first stage of mastering drawing skills by preschoolers, which is typical for English preschool institutions, is considered as an opportunity for self-expression of a child’s personality. Scientists believe that it is difficult for children of younger preschool age, whose arm muscles are not yet sufficiently developed, to start drawing with brushes or karan, dates. Directly in contact with the paint, the child has the opportunity to more deeply comprehend the world around him, to get acquainted with the properties of new things, to observe direct contact between the paint and the surface of the paper, British scientists emphasize.

Note the unconventional use of dough as a modeling material. Dough is preferable to clay for younger preschoolers, according to English teachers, because it is softer and more pliable for small children’s hands. Clay in English preschools is often offered for use by nervous and impulsive children who can use force, giving an outlet of their energy at the atom.

The negative aspects include the optional involvement of each preschooler in one or another type of activity that contributes to aesthetic education, which can lead to a lag in aesthetic development for a number of objectively capable children.
9basicity in oneself, respect for the environment!.them, self-discipline, self-control, tolerance

reflects the focus of English preschool pedagogy on the formation of an independent personality that respects the rights and freedoms of others.

The inclusion of elements of ecological, religious and sweat education in the programs contributes to the formation of moral qualities. The opinion of British scientists that environmental education should begin as early as possible and permeate all points of the educational program in preschool institutions is shared by many practices and used in the education of preschoolers. The main emphasis is on direct contact with the surrounding nature, using such means as radio, television, fiction, fine arts, music. Ecological education is realized in game activity, such methods as show, observation, explanation are practiced.

An analysis of the content of education shows that one can speak of the implementation of a kind of pre-religious education in English preschool institutions. In many of them, a certain work is carried out to familiarize preschoolers with moral sources by getting acquainted with biblical stories, religious holidays, conversations on the topics of morality, life, death, immortality.

A number of English educators take a similar position with regard to sex education, which, in their opinion, will help lay the foundations of morality, bring them closer to understanding the value of life, family, motherhood and fatherhood. This is usually not about scientific knowledge that is taught in adolescence in schools, but about laying the foundation for future family education.

In order to create conditions for the formation of an independent, independent personality and successful communication in a team, much attention is paid to instilling the ability to serve oneself.

Due to the lack of mandatory group activities, the game should be

be regarded as the main form of education in English preschools. Being the main activity, the game acts as a means of versatile development of the child. Interpreting the game as a necessary condition for the development of the child, British scientists emphasize its importance in developing social skills in children. The game is considered by many educators as a therapeutic tool that helps children master the situation.

Methods of upbringing focused mainly on individual work with individual children. Collective activities, including reading children’s books, singing, dancing, are not mandatory for all children. The main methods are game methods /didactic games, dramatization games, outdoor games/, verbal methods /explanation, story, conversation/, visual methods /show, observation/.

In the conclusion, the main conclusions of the study are presented:

as a result of objective socio-economic processes, transformed depending on these processes and was conditioned by them.

The social differentiation of early preschool institutions led to the parallel development of existing types and led to the preservation of variability in the content of voegattatelt work at the present stage.

Shortage of municipal pre-schools caused by government-led under-funding polyp-ki during the decade ended a long period of time. led to the emergence of dotyulsh x uchreGchTset-.G. or’v.wrnir’oro sh-pu. gost if-

private tutors, alternative enrollment for preschoolers in elementary schools.

The concept of English preschool education is eclectic, because it is based on elements of various psychological and pedagogical trends and schools: empiricism, biological determinism, Freudianism, behaviorism, cognitivism, the concept of education by FLrebel, M. Montessori, R. Steiner.

Based on F. Zrebel’s theory of play, the concept of “informal” education is characterized by the interpretation of the child as an active researcher of the surrounding world, which is inherent in the cognitive psychologists C. Piaget and J. Bruner; the predominance of indirect influence of teachers on the child, wide individualization and active use of the environment, which distinguishes the concept of M. Montessori; installation on the development of all spheres of the human personality: emotional, strong-willed and intellectual, proclaimed by R. Steiner; the practice of reinforcing positive aspects in the behavior of children and ignoring the negative, developed by behaviorism; taking into account the innate abilities of the child, proposed biologically,! determinism, and the educative influence of adults, emerging from the theory of empiricism.

The concept of English preschool education is distinguished by its humanistic orientation and priority of universal human values.

2. The features of the modern system of English preschool education include:

a/ attendance by preschool children /in most cases/ of preschool institutions for two years – from 3 to 5 years of age;

6/ Predominance of public pre-school institutions organized on the initiative and at the expense of parents;

c/ attendance by a large number of preschoolers /mainly four years of age/ of primary schools;

d/ the existence of a large army of private educators united in the National Association of Private educators;

d/ recruitment of groups in most preschool institutions according to the principle of different ages;

e/ attendance by preschoolers of nursery schools /classes/ and playgroups part-time, part-time work week.

The content of education in nursery schools and play groups is determined by the tasks of the child’s physical, intellectual, aesthetic and moral development. The common goal of the analyzed programs is the goal of the child’s socialization, which reflects the trend of increasing attention to inculcating communication skills in children, the ability to live in a team, society.

The promotion of the task of interaction between teachers and parents indicates a tendency for the role of the family in English society to increase, its importance in the upbringing of the individual.

The game, being the main activity, is a means of the child’s all-round development.

The main methods of work include: gaming /didactic games, dramatization games, outdoor games/; visual / display, observation /; verbal / story, conversation, explanation /.

3. Critical analysis and comprehensive study of the experience of raising children in preschool institutions in the UK made it possible to identify possible areas of work to improve domestic preschool education:

a/ use of the educational experience of democracy in English preschool education, its humanistic orientation, personal training;

– 23 –

b/ further improvement of the system of public preschool education, its focus on the social development of the child, instilling in him communication skills, respect for the elders and freedoms of others;

c/ the use of managerial flexibility, which is manifested in the combination of state administration with public self-government in public education, creating the possibility of taking into account local characteristics that are present in each individual territory;

g / taking into account the various types of preschool institutions and their modes of operation, allowing to satisfy the needs of the majority of sects;

e/ creation of conditions for the functioning of preschool institutions of a public plan, creating the possibility of actively involving the parent!’: in the educational process;

e/ application of national traditions and consideration of national characteristics in the process of educational work with preschool children;

g/ implementation of the practice of ■ versatile use of game methods of education and non-formal teaching methods in domestic preschool education.

The work does not claim to be an exhaustive disclosure of the problem. Further research can be carried out in the direction of an in-depth study of the problems of the physical, intellectual, aesthetic and 1!emotional development of the child, as well as an analysis and generalization of the practical use of gaming methods of education in preschool institutions in the UK.

The main provisions of the dissertation are published in the following works:

I. Game groups in Great Britain // Doshk. wiggle, 1989.

12. – S.20-21. – Ukrainian

– 24 –

2. The system of public education in Great Britain // The system of public education in foreign countries at the present stage /Capitalist and developing countries/. Sat. scientific works. -K.: KSPI, 1990. – S.22-31 / in co-authorship /.

3. Pre-school education in the UK at the present stage // Pedagogy and public education abroad. Express-Information, Issue 8 /152/. – M .: APN USSR, Research Institute of General Pedagogy,

1990. – SD-16.

4. Problems of nursery schools in Great Britain // Pedagogical science – restructuring at school. Materials of the scientific conference of the Scientific Research Institute of Pedagogy of the Ukrainian SSR. Abstracts. – K .: MHO of the Ukrainian SSR, Research Institute of Pedagogy of the Ukrainian SSR, 1990. – P. 270-271. – Ukrainian

. b. The situation of preschoolers in primary school in the UK: history and modernity // Pedagogy: Res. scientific method, Sat. /Ed.: N.D.Yarmachenkho /responsible ed./ and others/. Issue 30. – K .: 0sv1ta,

1991. – C.III-II8. – Ukrainian

Corrigan-Rex Preschool – Preschool B Keysborough VIC 3173

Corrigan-Rex Preschool is a Preschool located at Caseborough Victoria 3173. It is one of 2605 preschools in Australia. The address of Corrigan-Rex Preschool is 28 Kingsclere Ave, Keysborough Vic 3173, Australia.
The Corrigan-Rex Preschool website is https://www.bestchance. org.au/kindergartens/keysborough/corrigan-rex-kindergarten/.
Corrigan-Rex Preschool can be contacted at 61397983017.

Corrigan-Rex Preschool is rated 5 (out of 5 stars) by 1 reviewers online.

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61397983017

Corrigan Rex Kindergarten

Address

28 Kingsclere Ave, Keysborough Vic 3173, Australia

Location

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The contact number for Corrigan-Rex Preschool is 61397983017.

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Yes, the Corrigan-Rex Preschool website is https://www.bestchance.org.au/kindergartens/keysborough/corrigan-rex-kindergarten/.

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Corrigan-Rex Preschool’s rating is 5 out of 5 stars.

What is the address of Corrigan-Rex Preschool?

The address of Corrigan-Rex Preschool is 28 Kingsclere Ave, Keysborough Vic 3173, Australia.

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Corrigan-Rex Preschool is located in Caseborough Victoria 3173.

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Corrigan-Rex Preschool is a Preschool in Australia

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Caseborough Victoria PIN 3173 is 3173

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Atypical gaze direction detection in episodes of joint attention in preschoolers | Smirnova

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